Understanding how to effectively employ Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples:

As you know, CLASS is a tool that captures teacher-student interactions. When it comes to the dimension “Concept Development” the focus is on the method the teacher uses to provide instruction in the classroom. While the interactions are what get measured with CLASS, as a teacher you can plan for Concept Development to be present throughout your lessons.

I could sit for hours watching a group of young children play. And I am lucky enough to have the opportunity to do so as an observer in toddler and pre-K classrooms around the country. The freedom with which children explore and use materials, test and experiment, and practice new strategies is fascinating and educational to watch.

I recently heard from a trainee who had attended two different Observation Trainings and heard conflicting information related to scoring the indicator of transitions under Productivity. His first trainer stated that, if a transition does not take place during an observation cycle, then the indicator should be disregarded. The second trainer indicated that if a transition is not observed that the indicator should be scored in the low range. So, which is correct?

We recently received an email from an observer who had just completed his K-3 recertification and had some difficulty with Teacher Sensitivity. He stated that he was uncertain how to code the indicator of Addresses Proble­­ms if the students do not appear to have difficulties. He wondered if he needed to be more attentive to minor signs of awareness and responsiveness. If you've ever wondered that yourself or have had a trainee ask you that question, read on to see our response.

Early educators are prepared for transitions in a child’s life. Whether it’s introducing them to solid foods, teaching them how to paint within the lines, or even toilet training, it’s important to help children ease into new responsibilities by instilling confidence in them. One of the more significant transitions is from a child care setting to kindergarten. As children get closer to five years of age, it’s vital toprepare them for a smooth transition into kindergarten, but depending on where they are coming from— a family child care, their own homes, or a center-based setting—their transition might be more noticeable and/or challenging.

If you’ve ever been to a CLASS training, you’ve probably seen a graph showing a sort of “state of the union” for CLASS scores, the range of scores in each domain that we typically see in pre-K to third grade classrooms across the country. The peak of the curve for Emotional Support sits proudly right between mid and high quality. Classroom Organization is not too far behind it, on the high side of mid. But the Instructional Support curve looks like a sad little turtle in the race to high quality, smack dab in the low range. You can see this in the graph below which shows the average CLASS scores in Head Start pre-K classrooms.

I started out thinking I would write about how CLASS can help children who have challenging behavior, and then the thought occurred: that while yes indeed, I am helping children with difficult behaviors, I’m actually using CLASS to take away the focus from the child having the challenging behavior and instead, placing it on the teacher who sets the environment for the child.

The first day of preschool can be as exciting as it is challenging for a young child. While they may not be able to articulate it clearly, children likely have thoughts, concerns and questions such as:

It's not uncommon for teachers in early education to need to strike a balance between following children's leads and sticking to the classroom schedule. Intentional teachers are aware of their responsibility to assess student progress, understand skill mastery, and plan accordingly to provide opportunities for children to grow. However, many times, as teachers begin a specific teacher-directed activity, it is unsettling when students begin to veer from the step-by-step plans the teacher has worked hard to implement.